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What Makes Teachers’ Professional Learning More or Less Effective?: An Evolution of Community of Practice for Physical Education Teachers

Keejoon Yoon, Sunghae Park, and Hyunwoo Jung

PE-CoPs for Teachers’ Professional Learning Communities of practice (CoPs) are defined as “groups of people who share a concern, a set of problems, or a passion about a topic, and who deepen their knowledge and expertise in this area by interacting on an ongoing basis” ( Wenger, McDermott, & Snyder

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“No One Works in Isolation Here”: The Socialization of Physical Education Teachers Into a Professional Learning Community

Zack Beddoes, Emily Whitney, Jenna Starck, and Keely Reese

As professionals in the school community, physical education teachers are increasingly expected to contribute to school-based professional learning communities ([PLCs]; DuFour & DuFour, 2016 ). For over two decades, school-based PLCs have provided an efficient framework for continuous professional

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Continued Professional Learning: A Topical Life History

Becky W. Pissanos and Pamela C. Allison

The purpose of this topical life history was to gain insight into the individual and socializing conditions that influenced an experienced elementary school physical education teacher’s perceptions and actions regarding continued professional learning. The teacher was interviewed in a series of five interviews over a 3-year period. The audiotaped transcriptions were subjected to the constant comparison data analysis technique, with the emergent patterns reported as results. Continued professional learning was valued as an essential concept associated with being a professional because it ultimately increased the teacher’s potential for helping students learn. Professional development experiences associated with the teacher’s undergraduate professional preparation institution and participation in a national curriculum project contributed most significantly to the teacher’s continued professional learning. The teacher’s continued professional learning was influenced by (a) students, (b) status, (c) administrative support, (d) community perceptions of sport, and (e) personal/professional interactions.

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Learning to Become Instructional Coaches in Health and Physical Education

Tim Fletcher, Ken Lodewyk, Katie Glover, and Sandra Albione

implementation, change efforts are seemingly doomed for failure or at the very least, disappointment ( Baird & Clark, 2018 ; Goodyear & Casey, 2015 ). Moments of curriculum change therefore offer critical periods to support teachers through targeted efforts to sustain their ongoing professional learning and

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Understanding Physical Education Teachers’ Help-Seeking Behaviors in a Facebook Professional Learning Community

Xiuye Xie and Yung-Ju Chen

Continuous professional learning is critical in improving teachers’ teaching practice ( Lessing & Witt, 2007 ). Professional learning communities (PLCs) have been widely adopted to support teachers’ ongoing and continuous professional learning ( Kilbane, 2009 ). Although there is no universal

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Principal Perceptions and Applications of Professional Learning Communities: Implications for the Future of Physical Education

Zack E. Beddoes and Debra S. Sazama

). Continuous PD is embedded in professional practice wherein teachers engage in the sharing of ideas and reflection on content delivery designed to facilitate student learning ( Goodyear, 2017 ). A growing method for systematizing continuous PD is through professional learning communities (PLCs; DuFour

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“I Wish I Had Had You as a PE Teacher”: Physical Educators’ Experiences in a Professional Learning Community

Zack Beddoes, Debra Sazama, and Jenna Starck

, 2019 ) and subsequent student learning. However, given the marginal status many physical educators experience, the use of CPD may feel like an additional obstacle to overcome ( Barroso, McCullum-Gomez, Hoelscher, Kelder, & Murray, 2005 ). School Improvement Through Professional Learning Communities One

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“Does Anyone Even Care That I’m Down Here?”: Creating Shared Values in a District-Wide Physical Education Professional Learning Community

Sara Hagenah, Julianne A. Wenner, Kimberly Tucker, Tyler Johnson, Hannah Calvert, and Lindsey Turner

levels ( Parker, Patton, Madden, & Sinclair, 2010 ). In this paper, we analyzed activities and interactions across a yearlong professional learning community (PLC) where eight elementary PE teachers from across a school district met on a monthly basis. The purpose of the meetings was to provide a shared

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Effective Professional Development for Physical Education Teachers: The Role of Informal, Collaborative Learning

Kathleen M. Armour and Martin Yelling

This paper reports data from the third phase of a 2-year investigation into continuing professional development (CPD) for physical education teachers in England. The purpose of this phase was to examine the ways in which 10 case study teachers engaged in professional learning over the course of 1 academic year. Data were collected from a series of individual interviews with the teachers, learning diaries, field notes, and a final focus group interview. The findings suggest that these teachers identified CPD as “going on a course,” but, in reality, they learned in a variety of ways. The most striking finding was the high value they placed on learning informally (yet strategically) with and from each other. We argue, therefore, that the traditional relationship between teachers and CPD provision needs to be altered such that teachers in their professional learning communities or networks play a leading role.

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Erratum. Understanding Physical Education Teachers’ Help-Seeking Behaviors in a Facebook Professional Learning Community

TO OUR READERS: An error appeared in the ahead-of-print version of the following article: Xie, X., & Chen, Y.-J. (2022). Understanding physical education teachers’ help-seeking behaviors in a Facebook professional learning community. Journal of Teaching in Physical Education . Advance online